Browsing by Subject "professionalism"
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Item Deconstructing Professionalism(2023-04-28) Schantz, Eli; Mansoori, Afsheen; Hicks, Clayton; Harris, JonathanThe notion of professionalism informs policy-making at all levels of medical practice, from national organizations and licensing boards to hospital disciplinary committees. The creation of policies to promote professionalism, however, is made all the more complex in the context of undergraduate medical education, where the notion of professionalism not only acts to govern behavior, but also to shape the professional identity of physicians-in-training. Given the importance of such policies, our goal here is to characterize, both descriptively and prescriptively, how the notion of professionalism manifests in the policies governing undergraduate medical education. First, we present a review of the professionalism policies currently in effect at Indiana University School of Medicine (IUSM). Following this review, we turn to argue that these policies suffer from two significant shortcomings: (i) the frequent use of circular definitions, giving rise to considerable ambiguity, and (ii) pronounced conflict between policies which seek justice and policies which maintain institutional power structures. We conclude that these conceptual inadequacies represent significant barriers which can both hinder the professional growth of medical students and hamper their ability to navigate their professional obligations, and we offer a number of recommendations for refining and reforming these policies.Item Education in Professionalism: Leonard Berlin, MD(Elsevier, 2015-06) Gunderman, Richard B.; Department of Radiology and Imaging Sciences, School of MedicineItem Education in Professionalism: Metrics or Culture?(Elsevier, 2016-05) Gunderman, Richard B.; Alavanja, Aleksander; Department of Radiology and Imaging Sciences, IU School of MedicineItem Education in Professionalism: Saurabh “Harry” Jha, MD(Elsevier, 2015-08) Gunderman, Richard B.; Department of Radiology and Imaging Sciences, IU School of MedicineItem Education in Professionalism: The Radiologist as Beauty Queen(Elsevier, 2015-12) Gunderman, Richard B.; Department of Radiology and Imaging Sciences, IU School of MedicineItem An exploration of reflective writing and self-assessments to explain professionalism lapses among medical students(2014-07) Hoffman, Leslie Ann; Frankel, Richard M.; Brokaw, James J.; Pike, Gary R. (Gary Robert), 1952-; Shew, Ronald L.; Vu, T. RobertBackground: Recent literature on medical professionalism claims that self-awareness and the ability to reflect upon one’s experiences is a critical component of professionalism; however there is a paucity of empirical evidence to support this claim. This study employed a mixed methods approach to explore the utility of reflective writing and self- and peer assessments in explaining professionalism lapses among medical students. Methods: A retrospective case-control study was conducted using students from Indiana University School of Medicine (IUSM) who had been disciplined for unprofessional behavior between 2006-2013 (case group; n=70). A randomly selected control group (n=230) was used for comparison. Reflective ability was assessed using a validated rubric to score students’ professionalism journals. Mean reflection scores and assessment scores were compared using t-tests. Logistic regression analysis was used to determine the impact of reflection scores and self- and peer assessment scores on the likelihood of having been disciplined for unprofessional behavior. Subsequent qualitative analysis further explored when and how students learned professionalism during their clinical experiences. Results: The study found that students in the case group exhibited lower reflective ability than control students. Furthermore, reflective ability was a significant factor in explaining the odds that a student had been cited for professionalism lapses. There were no differences in self-assessment scores between the two groups, but students in the case group had significantly lower peer assessment scores than control students. Peer assessment scores also had the greatest influence on the odds that a student had been cited for professionalism deficiencies during medical school. Qualitative analysis revealed that students learn professionalism from role models who demonstrated altruism and respect (or lack thereof). Conclusions: These findings suggest that students should be provided with guidance and feedback on their reflective writing to promote higher levels of reflection, which may reduce the number of students who are cited for professionalism lapses. These findings also indicate that peer assessments can be used to provide students with insightful feedback regarding their professional development. Finally, role models have a strong influence on students’ professional development, and therefore must be cognizant of the implicit messages their behaviors convey.Item A Model for Providing Free Patient Care and Integrating Student Learning and Professional Development in an Interprofessional Student-Led Clinic(Wolters Kluwer, 2017) George, Lydia; Bemenderfer, Sara; Cappel, Maggie; Goncalves, Kathryn; Hornstein, Micaela; Savage, Chelsea; Altenburger, Peter; Bellew, James; Loghmani, Terry; Physical Therapy, School of Health and Rehabilitation SciencesBackground and Purpose. The need to reduce the barriers of access and affordability in health care is evident. The Indiana University Student Outreach Clinic (IU SOC) is a community-based, pro bono, interprofessional, student-led clinic dedicated to removing barriers to health care. The purpose of this report is to describe the implementation approach, sustainability efforts, and initial outcomes of this community-based physical therapy clinic model with the aim of making it transparent for others to replicate. Method/Model Description and Evaluation. An overview of the IU SOC, implementation and sustainability of the physical therapy clinic model, and student learning opportunities are described. Keys to successful implementation are enumerated. Learning opportunities include: clinical competency, professional values, civic engagement, interprofessional education and collaborative practice (IPECP), peer mentorship, and leadership development. Outcomes. Preliminary clinic and learning opportunity outcomes collected from patient databases and student surveys and reflections suggest the IU SOC is having a positive impact on the community it serves by providing care patients would otherwise have not received, while simultaneously supporting learning. Patient volume and student participation are expanding. Initial outcomes suggest this model is valuable for the professional growth of future physical therapists. Discussion and Conclusion. The impact of this clinic model on the community and students is just beginning to be realized and understood. Key elements of success are that it's (a) community-based, (b) interprofessional, and (c) highly collaborative. Free, student-led, interprofessional health care clinics may offer an important means for improving health care access while simultaneously preparing entrylevel professionals for practice.Item Portraits in Professionalism: When Radiologists Break the Law(Elsevier, 2018-05) Gunderman, Richard B.; Radiology and Imaging Sciences, School of MedicineItem Use of a Structured Early Intervention to Improve Student Success(2020-03-06) Howley, Liam; Klemsz, Abigail; Matthews, Kelly; Mehta, RakeshIndiana University School of Medicine has a competency-based curriculum with defined milestones that students must achieve to graduate. Early identification of students with challenges in these competencies enables educators to quickly intervene to help ensure these students achieve those competency specific milestones. Area of Concern (AOC) was developed to allow faculty to recognize and identify “low level” concerns in a course/clerkship/elective and to facilitate the opportunity for additional coaching by the Lead Advisor before these behaviors lead to a significant impact on grades.